Supervisors no longer have to learn the hard way

By Jane R. Elgass

'Dealer' Robert L. Barbret, financial manager, Financial
Operations, used different color poker chips to illustrate
the variety of funding resources at the University in a
recent 'Foundations of Supervision' session on utilization
of resources. Photo by Bob Kalmbach

A new program from Human Resource Development (HRD) designed
expressly for supervisors campuswide is taking that group by storm,
so to speak. And it goes a long way in removing the burden of
learning the intricacies of these demanding positions "on th e job."

"There was no other way [before this course] to get
information except on the job," explains participant Vicki Davinich,
administrative assistant in comparative literature. "You had to learn
the hard way, and that's scary when dealing with human bein gs.

"I think one of the best parts of the course was having all the
different viewpoints," Davinich says. "We got a really good
cross-section of all the departments. They are part of a big group
you really don't know. We were able to meet them and see who makes
policies and why they do. We were able to have an open dialogue with
them, question things and get answers."

Davinich's experience in the "Foundations of Supervision" course
has changed the way she does her job in several areas, including
issues of alcoholism and sexual harassment, the hiring process and
writing evaluations. She's also gone back to the inst ructors for
help when necessary. "I may have talked to that person before, but
now I know the person, rather than just a voice on the phone. Putting
a face to the person really helps."

"Foundations of Supervision," created at the request of the
University's executive officers, is targeted particularly to new
supervisors as well as those with some experience who may not have
had any formal supervisory training. Four sessions of the program
have been held; three more have been scheduled. To date, more than 70
individuals have taken the program.

Lynda Liston, a manager in Information Technology Division
operations, "begged and pleaded" to attend the course. "I'm a
relatively new supervisor, having inherited our group about a year
and a half ago. I felt there were things about supervision I could
really improve on, such as policies, procedures and general
techniques."

Liston already had received a lot of training in total quality,
coaching and team leadership. The course, however, "put it all in the
context of supervising other people. You get a better sense of what
your responsibility is when you are supervising someone. It's
different from being a team leader. You are constrained in what you
can and cannot do as a supervisor," Liston explains, and the course
provided an opportunity to "discuss policies in a frank and
forthright manner."

"The instructors made an effort to update our thinking about being
a supervisor, made us more aware of the possibilities available
through coaching, mentoring and empowerment. The course gave us new
skills to help motivate people."

Liston has referred frequently to her course workbook and also
says she is more likely to refer to the Standard Practice Guide when
she has questions about something.

"In general, I am more aware of the relationship between a
supervisor and staff member. No matter how nice you are, the position
you are in carries more power. I try hard to keep that in mind. I
want to motivate people, not dominate them. I've mod ified my
approach to individuals I supervise to address them in a manner that
resonates with them."

Chauna Meyer, student services assistant in civil and
environmental engineering, echoes Liston's comments about dealing
with individuals. "The personality tests we took taught us about
ourselves. Most things I knew, but a few things were interesting . It
has helped me be more aware of myself and how I can better interact
with people. It has changed the way I work. I am aware of myself and
the traits others have and why they might act a certain way in a
particular situation."

Meyer notes that a session featuring a panel of supervisors was
most helpful. "It helped me realize there are many people in the same
situation dealing with the same problems I do."

Program topics are designed to familiarize participants with the
University's policies and procedures and, more important, with the
wide array of resources available to them to help implement those
policies and procedures in their areas of responsibil ity.

Describing himself as a "young employee getting into a position
that was beginning to have supervisory responsibilities," David
Howell says the course gave him "a better appreciation of the
diversity of people you can supervise and their needs and tha t you
have to perceive those needs to succeed as a supervisor."

Howell, a programmer analyst at the Survey Research Center, says
the program also provided "lots of good reference material for how
the University operates as well as places to go with problems and for
advice."

Learning about legal issues and working with bargained-for
employees from the U-M point of view was especially helpful for Roger
Myers, a supervisor in Printing Services who had held similar
positions outside the University.

Myer also found the role-play activities to be a particularly good
way of getting the point across, and appreciated the opportunity to
meet others who share his concerns.

"HRD has been happy to partner with many people and departments
across the University to develop and provide such an important
program," says Robert B. Holmes, HRD director. "We see the program as
a way of improving the 'organizational health' of the University, so
it fits nicely with HRD's mission to be a partner with units to help
them build their capacity to change and improve and to be an
'employee champion' to help people build their competencies and
commitment.

"In a very real sense," Holmes explains, "Foundations of
Supervision is an all-University program. It was designed to meet
needs identified in focus groups and interviews with more than 85
supervisors and managers troughout the University. More than 40
individuals participated on curriculum development teams to design
the content and delivery methods.

"Dozens of people, in addition to the participants, have observed
some or all of the program, and we have had the benefit of their
views on how the program should be shaped and continuously improved.
The instruction has an all-University focus," Holm es adds.
Instructors and panelists came from, among other units, HRD,
Employment Services, Affirmative Action, Employee Relations, Faculty
and Staff Assistant Program, Consultation and Conciliation, Financial
Operations, Purchasing and Stores, Departmen t of Public Safety,
General Counsel's Office, LS&A, Plant, Payroll and the Information
Technology Division.

"Our goal in HRD," Holmes says, "is to add value to the units in
the University and the people who work in them. We do this through
our expertise in learning and adult education, and in areas such as
strategic planning, change management, team develo pment, needs
assessment, facilitation, process management, organizational culture
and climate."

See the HRD catalog for more information on "Foundations of
Supervision" or visit HRD on the Web at
http://www.umich.edu/~hraa/hrd or the Professional Development
Virtual Calendar at http://www.profdevcal.umich.edu.

Participants in the Foundations of Supervision pilot sessions
identified what they believe should be the expectations for
supervisors and managers, as well as the values and principles they
believe should guide these individuals.

Attend to the public trust that is vested in the University by
being aware of the special responsibilities and obligations we have
to serve others, both at the University and in the larger society.

Deeply respect the University's educational and scholarly mission
and the special contributions of all members of the University
community.

Respect individuals and ideas while upholding and embracing the
value of human diversity.

Pursue continuous improvement and innovation by fostering
creativity and new approaches in order to ensure the continued
excellence of the University; understand the processes and systems
within which we work so that we can seek to improve them.

Collaborate and recognize our interdependence with others, so that
the University can increasingly be greater than the sum of its parts.

Seek balance in all areas of our lives so that we can increase our
personal and professional effectiveness.

Support professional development and growth through further
education, training and experience so new and creative ideas can help
the University move toward its future vision.

HRD is interested in comments by members of the University
community about these expectations. Send any comments or reactions to
Robert Holmes, 1111 Kipke Drive 1015, or e-mail, bholmes@umich.edu.